Giáo án NLS Tiếng Anh 7 Global Success Unit 5 A closer look 1 Vocabulary: Food and drink, Pronunciation: /ɒ/ and /ɔ:/

Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 5: FOOD AND DRINK

A CLOSER LOOK 1

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

- Revise and use measurement words/phrases often used with food and drink.

- Identify and categorize new words/phrases of dishes and ingredients.

- Pronounce the sounds /ɒ/ and /ɔː/ correctly in isolation and in context.

2. Competences

General competences:

- Self-control and independent learning: actively participate in understanding vocabulary and pronunciation rules.

- Communication and collaboration: work in pairs to ask and answer about quantities of ingredients.

Specific competences:

- Accurately apply measurement words and ingredients in speaking and writing contexts.

- Recognize and accurately pronounce the sounds /ɒ/ and /ɔː/.

Digital competences:

- [2.1.TC1b]: Select appropriate digital communication means by submitting answers via a live digital polling tool.

- [3.1.TC1a]: Indicate how to create and edit digital content by dragging and dropping digital text boxes into categorized columns.

- [5.2.TC1b]: Select digital tools to solve needs by utilizing an interactive online quiz with auto-grading analytics.

- [6.1.TC1a]: Explain how simple AI systems work by interacting with AI-generated visuals to identify the odd one out.

- [6.2.TC1a]: Use AI tools in daily study by using Generative AI to create custom illustrative elements for a digital recipe card.

- [6.4.TC1a]: Engage with AI interfaces by interacting with an AI voice chatbot to check the pronunciation of target sounds.

3. Attributes

- Responsibility: Show awareness of healthy eating habits and proper meal preparation.

- Hard work: Be focused and active in acquiring new vocabulary and practising pronunciation.

II. RESOURCES AND MATERIALS

1. Teacher's aids

- Textbook Global Success 7, Teacher's Book, Lesson Plan.

- Computer, projector/smart TV.

- Digital tools (Mentimeter, Google Docs/Jamboard, Quizizz, Kahoot, Canva, kenhhoctap, etc.), and AI tools (AI Video Generator, ChatGPT Voice, Canva AI Image Generator, etc.).

2. Students' aids

- Textbook, notebooks, pens.

- Smartphones, tablets, or laptops (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge of food vocabulary and create an energetic atmosphere. 

b. Content: Teacher organizes a digital "Odd One Out" game based on food and drink categories. 

c. Product: Students correctly identify the odd word out in each set.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher projects 4 sets of AI-generated images representing groups of words on the smart TV (Set 1: lemon, grapefruit, grape, lime; Set 2: cows, chicken, sheep, fish; Set 3: bacon, eggs, tomatoes, toast; Set 4: bread, cake, pie, pizza).

- Teacher asks students to observe the AI visuals, find the odd one out in each set, and submit answers via a live digital polling tool (E.g. Mentimeter). 

- Ask groups to explain their choices (e.g., Grape, because the others are citrus fruits). 

Step 2: Students perform learning tasks

- Students work in small groups, analyze the pictures, and cast their votes digitally.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher displays the live results on the screen.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the answers and leads into the lesson: "Today we will learn more specific words to measure these foods and how to pronounce them correctly."

[6.1.TC1a]: Students explain how simple AI systems work by interacting with AI-generated visuals to identify the odd one out during the warm-up game. 

[2.1.TC1b]: Students select appropriate digital communication means by submitting answers via a live digital polling tool.

2. PRESENTATION

Activity 1: Match the phrases with the pictures. Then listen, check, and repeat. 

a. Objective: To revise and teach the measurement words/phrases often used with food and drink. 

b. Content: Students match measurement phrases with corresponding pictures, then listen to the audio to check. 

c. Product: Correctly matched phrases and pictures; accurate choral/individual repetition. 

d. Organization:

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Activity 2: Write the following words and phrases in the correct columns. 

a. Objective: To teach Ss new words/phrases of dishes and ingredients. b. Content: Ss sort words into "Dishes" and "Ingredients" categories. c. Product: Words correctly classified into the two columns. 

d. Organization:

Activity 3: Work in pairs. Ask and answer about the ingredients for Linh's apple pie, using the quantities in the recipe. 

a. Objective: To help Ss practise asking and answering about the ingredients for a dish using measurement words and phrases. 

b. Content: Ss use the provided recipe to role-play asking about quantities. 

c. Product: Fluent Q&A exchanges about ingredient quantities. 

d. Organization:

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Activity 4: Listen and repeat the words. Pay attention to the sounds /ɒ/ and /ɔː/. Now, in pairs write the words in the correct columns. 

a. Objective: To teach Ss how to pronounce the sounds /ɒ/ and /ɔː/ and practise pronouncing them correctly in words. 

b. Content: Ss listen, repeat, and categorize words based on their vowel sound. 

c. Product: Words accurately sorted into /ɒ/ and /ɔː/ columns. 

d. Organization:

Activity 5: Listen and repeat, paying attention to the underlined words. Tick the sentences with the /ɒ/ sound. 

a. Objective: To help Ss practise pronouncing the sounds /ɒ/ and /ɔː/ correctly in context. 

b. Content: Ss listen to sentences, repeat, and identify which ones contain the /ɒ/ sound. 

c. Product: Sentences 1, 2, and 4 correctly ticked. 

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar in the lesson. 

b. Content: Students complete a fill in each blank task and a multiple-choice quiz. 

c. Products: Correctly completed exercises.

Step 1: Teacher assigns learning tasks

- Teacher writes 5 sentences on the board or hands out a worksheet.

- Set a time limit of 3 minutes. 

- Students swap papers. Teacher calls on 5 students to read the completed sentences. 

Step 2: Students perform learning tasks

- Students read the sentences and fill in the blanks individually. 

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms answers: 1. teaspoon, 2. kilo, 3. tablespoon, 4. grams, 5. millilitres.

Task 2: Choose the best answer A, B, or C. 

Step 1: Teacher assigns learning tasks

- Teacher distributes a 5-question multiple-choice quiz.

- Ask students to complete it individually within 3 minutes. 

Q1. Which of the following is considered an "ingredient"? 

A. Omelette B. Spring rolls C. Pepper

Q2. How many ________ of water do you drink a day? 

A. litres B. kilos C. grams

Q3. Which word has the sound /ɒ/? 

A. water B. lot C. pork

Q4. Which word has the sound /ɔː/? 

A. not B. fond C. short

Q5. "Can you pass me 200 ________ of butter, please?" 

A. grams B. litres C. teaspoons. 

- Teacher reads the questions and asks the class to call out the answers. 

Step 2: Students perform learning tasks

- Students read and circle the correct option.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher confirms the answers: (1. C, 2. A, 3. B, 4. C, 5. A).

Mission 2 (OPTIONAL): Choose the best answer A, B, C, or D.

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website kenhhoctap: https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-7-textbook-unit-5-food-and-drink-25086 for students to perform.

- Teacher sets a time limit of 4 minutes.

Step 2: Students perform learning tasks

- Students work individually to solve the exercise online.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites students to share their answers.

- Other students can comment or offer alternative opinions (if any).

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the application stage.

4. APPLICATION

a. Objective: To apply vocabulary about dishes, ingredients, and measurements in a creative, real-world context using digital tools. 

b. Content: Students design a "My Digital Recipe Card". 

c. Product: A visually appealing recipe card with correct measurements and ingredients.

d. Organization:

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